Blended learning and continuous assessment: mixing and matching
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How can we optimise blending online learning with face-to-face teacher-student contact time? What is the best way to assess students’ performance in a blended learning programme? These are some of the questions the University of Worcester Language Centre has addressed in recent years. Following the introduction of a 50% e-learning based syllabus on our Pre-sessional courses, we adopted a similar approach on our modern foreign language modules. A significant part of the content is now delivered via Blackboard. From end-of-programme testing we moved to continuous assessment via a portfolio and a reflective journal. Portfolio and journal submission is becoming increasingly electronic. What are some of the advantages and challenges of this approach, both for students and for tutors? On the basis of their feedback, what improvements could we make? We would like to share our experience so far and are interested in exchanging ideas about content delivery and assessment.
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This document contains lesson plans for two English language classes on Monday, January 4th. The first class is for Year 5 students from 11:35-12:35 on the topic of "Family Day." The lesson objectives are for students to read a text with correct pronunciation, and answer 3 of 5 comprehension questions about the text. The activities include teacher and student reading of the text, and questions. The second class is for Year 6 students from 7:35-8:35 on the topic of "Reading: A Window to the World." It has identical objectives and activities as the first lesson. Both lessons will have the teacher assess the impact of the lesson in handwriting after it is completed.
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Supporting Language Learners through Phonetics Tutorials
Supporting language learners through online phonetics tutorials in heterogenic learner groups - the case of German for beginners for Chinese or Japanese native speakers.
While listening and pronunciation exercises are integral parts of most syllabi and present in most course books used for teaching German as a foreign language, few of them start with the very basic phonetic information needed to successfully engage with these: the underlying insight into how to produce the correct phonemes in the language. Especially students with a background in a non-romance or non-germanic language (e.g. Chinese or Japanese native speakers) can find this challenging and, as a result, can fall behind the progress of their peers in a mixed group of learners. This paper advocates the integration of phonetic content along with a variety of exercises into the syllabus of a German language class, in order to counter this problem. It explores the feasibility of supplying it as a part of the curriculum, or as an optional remedial class or online tutorial. The paper will begin by exploring the value of phonetics teaching in a language class and proceed to look into the challenges of German phonetics for students with a non-romance or non-germanic language background, along with a depiction of the most difficult phonetic aspects. It will finish by looking at ways to remedy this and showcase the use of an online delivery method.
While the paper looks in particular at German language teaching, the similarity of experiences of teachers of other “euro-centric“ languages such as French, Spanish, Italian etc. should make it of interest to a wider audience.
The Italian Digital Project
Technology is in all walks of our lives and young people are often defined as the web-generation. It has now become a challenge to embed technology into the modern teaching and learning of foreign language classrooms and harness students’ enthusiasm in ICT.
Research has indicated that technology benefits those who use it as a pedagogical vehicle of productive tasks. (Michael Evans, 2009)
My project embraces this challenge and enhances students’ learning by using digital tools to develop student independence. It encourages them to become creators of their own learning by setting out their own website to present a topic of their choice related to a cultural aspect of Italy. They need to research and present the topic using the project guidelines. They are encouraged to engage with all four language skills to communicate and are invited to share their work with others to benefit from feedback and learn from each other.
This task based project allows students to cover a number of topics specifically tailored to their ability and interest. Moreover, it works well alongside the aims and the learning outcomes of the module. The “real life” situation, proposed in the project, motivates students to use the language for a purpose and promotes other skills such as: team work, peer learning, time management, organisation and digital communication. These skills bode well for the students as they are the basic requirements that employers look for when recruiting.
The scope of the project has a multicultural and multidisciplinary application. It can be adopted and adapted by any subject area and be considered as an alternative interactive form of assessment which by its nature would be important to the student employability.
Fostering Learner Engagement and Autonomy through Assessment
The growing recognition within current educational literature that student engagement and motivation are essential to successful learning (Coates, 2006; Zepke and Leach, 2010) supports a student-centred approach to Teaching and Learning. Cognitive and more particularly constructivist views of student learning suggest that learners’ active and independent/ interdependent involvement in their own learning increases motivation to learn (Raya and Lamb, 2008; Hoidn and Kärkkäinen, 2014) and develops their autonomy (Benson, 2011). Furthermore, the ability to influence one’s own learning has been associated with improved academic performance (Andrade and Valtcheva, 2009; Ramsden, 2003). The shift to a more student-centred curriculum and the need to align assessment with Learning and Teaching practices (Biggs, 2003) has prompted the development of new approaches to assessment in all sectors of education, including higher education. Assessment for and as learning approaches recognise the role of assessment as a vehicle for learning as well as a means of measuring achievement (Gardner, 2012; Nicol and MacFarlane-Dick, 2006). The active use of assessment in learning necessitates engagement both within and outside the classroom.
This paper will examine the use of assessment for and as learning as a means of fostering learner engagement both in and out of the classroom, based on the qualitative analysis of undergraduate students' learning logs as well as peer individual and group feedback. It will conclude with a consideration of the assessment design principles associated with this approach, and its contribution to the development of learner autonomy and engagement.
Using student-centred assessment to inspire learners and evidence their learning
Using student-centred assessment to inspire learners and evidence their learningThe Language Centre at Queen's
Assessment is a critical part of teaching and learning so it is important to help students engage with it and see the wider benefits (Boud, Elton, Shohamy). The Institution-Wide Language Programme (IWLP) at the University of Leeds redesigned its model of assessment for modules at CEBFR B1-B2: this was partly in response to the need for ‘less assessment done better’ but also to design the assessment in such a way that it enables students to evidence their linguistic skills and intercultural awareness and the academic skills developed on a credit-bearing language module. We introduced a group speaking task in Semester 1. By encouraging students to use digital media for the assessment, they can add a link to the task to their CV and their digital profile, thus evidencing their skills and abilities for a prospective employer. This presentation demonstrates the outcomes of the new model of assessment and how it underlines to students the added value of taking a language module in enhancing their employability. Making the most of free online tools and technologies for language learning &...
Making the most of free online tools and technologies for language learning &...The Language Centre at Queen's
Today’s students live their lives through technology and are using a vast range of online tools and devices to access learning materials on the go. With this in mind, The Language Centre at Queen’s has created a number of microsites using free tools available online, to support students enrolled on IWLP Level 1 language classes.
As language learning is an accumulative process, the aim of our approach is not only to support, but also encourage interaction with our language course content in between weekly classes. Our students can now listen to audio files, watch animated videos and practice reading aloud short phrases to get more familiar with the language and to reinforce what is learned in class each week. As technology lends itself very well to personalised and independent learning outside the classroom, students now work at their own pace to revise course content, making our weekly language classes more relevant, engaging and accessible to all.
Taking advantage of a range of free online tools embedded in one site, we are now able to support language learning in a more widely accessible and user friendly way than ever before. In this parallel session, we would like to share our development experiences and demonstrate just how easy it is for others to accomplish something similar, using free tools available online to everyone.The International Classroom Project
The Modern Language Centre at King’s College London offers an ongoing internal Professional Development (CPD) Training Programme for its language teachers across different languages and addressing different career stages. The Programme comprises pedagogical training focused on exposing teachers to new approaches and methodologies in SLA, as well as training on intercultural competence and specific professional skills. The MLC staff is broadly multi-skilled and equipped to face the challenges and opportunities deriving from working and adjusting to a highly differentiate and international student population, presenting specific needs and frameworks.
The Training Programme is organized in different overarching themes, including: working with international students and differentiating pedagogical practice; setting courses and class activities around authentic cultural resources; feedback and assessment. Among those, ‘the international classroom’ has been the focus of a consistent training path, through various departmental events. The international classroom project aims to raise awareness and pedagogical expertise in approaching and teaching a multicultural student body and acting as a cultural mediator.
As well as raising the professional profile and expertise of individual teachers, the ongoing Training Programme aims to create an inclusive and collaborative staff community. A number of workshops offered are indeed staff-led, in order to foster sharing of good practice, peersupport among professionals and enhance reflectivity. Others events involve experts from other departments and external speakers. The variety of learning opportunities contributes to shape a strong professional community where individual members feel positively challenged and empowered. The Training Programme is also a key departmental strategy to comply with the requirements of the Teaching Excellence Framework (TEF), offering MLC teachers an opportunity for further professional accreditation.
Improvisation for Language Learning
1) The document discusses using improvisation techniques in language learning classes at the LSE Language Centre. They have found that improv helps develop students' communication, presentation, and language skills.
2) Some of the improv activities described include warm-up games, story-building exercises, and role-playing scenarios. Student feedback indicates these activities have helped increase confidence and fluency.
3) The Centre now offers several improv language courses and has integrated some improv into other language classes. Feedback from students and teachers suggests improv is an effective way to engage students and improve language abilities.
Raising Learners' Interest through advertising
A challenge that language teachers can face in the classroom is enabling students who are not language specialists to engage with the learning process. These students may find the language class abstract and disconnected from their own interests. A possible solution is to teach language through a topic that can be of interest for, and bring together, students from diverse academic background, and to allow them to develop transferable skills, such as critical thinking, problem solving and co-operation. In this paper, I will present a sequence of lessons on advertising for post-GCSE students in French (A2 level).
Advertising constitutes an engaging topic because it involves audio-visual media, language games and products that may correspond to students’ cultural image of France (fashion, gastronomy and elegance) and can accordingly raise their interest — their ‘active engagement and enjoyment combined, leading to more active participation in the on-going learning activities’ (Waninge, 2015) — for French language and culture. Through teaching materials and activities, including advertising texts, slogans, critical texts and recordings about advertisement, commercial spots, individual and group presentations, and the writing of a text promoting a bizarre product (coming from chindōgu, the Japanese art of inventing gadgets), learners can develop their reading, listening, speaking, writing and grammar skills, as well as analysing texts and using argumentative techniques. By pondering on the goals of advertising, publicists’ techniques and the influence of advertising on their lives, they also develop a critical mind.
Providing languages for All and much more through digital media
This will be a show-and-tell concerning the Language Resource Centre's adaption of Planet eStream' IPTV system. This was initially to provide answers to DVD storage issues and live international TV distribution which has now developed into a sophisticated digital based teaching tool that allows access to a huge amount of language and cultural media resource. The system also provides individualised and customised media channels for teaching and learning.
Aulc 2017 Language Centres: Non-academic, academic support units
A Presentation looking at how Language Centres can diversify their offer and promote collaboration throughout their institutions in order to support a wider range of language learning opportunities with and without academic accreditation
Authentic Materials and real tasks, Enhancing students’ employability, interc...
Authentic Materials and real tasks, Enhancing students’ employability, interc...The Language Centre at Queen's
Working with authentic materials in and outside the classroom allows us to work with real language as it functions in contextually appropriate ways, while providing opportunities to improve students’ intercultural awareness.
We will examine several examples of teaching practice, specifically designed for a language module aimed at students of Spanish in HE working with a B2+ level of linguistic competence (CEFR), where we have introduced sociocultural content by means of authentic written and oral texts from a variety of sources (mass media, cinema, official bodies, employment agencies, educational institutions, etc.) specifically related to the professional world.
Activities have been designed to enhance communicative skills and specific subject knowledge (grammar, lexicon and language functions). The use of simulations and real tasks will encourage the students’ active participation in solving real problems, giving them the opportunity to further develop those skills which make them employable, as most of these students will be carrying out during their third year a work placement or seeking temporary part-time employment in a Spanish speaking country.
Encouraging Students to Learn Deeply and Broadly
Among the many challenges of language teaching in Higher Education there are the constraints imposed by the Framework of Qualifications for Higher Education (FQHE). This requires that students – regardless of their linguistic abilities - use higher order cognitive skills and learn independently. With limited contact hours available in an IWLP setting there is a great tension between delivery and practice.
How can this tension be eased? Can beginner students use higher order cognitive skills in the language classroom? As we develop transferrable skills is there still room left for creativity?
This presentation will explore such questions by analysing the principles of the flipped classroom (Bergmann & Sams, 2012; Lockwood, 2014) and Enquiry Based Learning (Kahn&O’Rourke, 2004) and how they have been applied to a beginner Italian module. It will examine the challenges in introducing aspects of these methodologies including how students react when invited to be increasingly responsible for their own learning and how the relationship with the teacher is affected. The use of some online resources and collaborative spaces will also be considered.
Meaning and Understanding: Translation and Translation Studies in the Foreig...
Meaning and Understanding: Translation and Translation Studies in the Foreig...The Language Centre at Queen's
No one is ever more than six feet from an act of translation. While the original caution from which these words are adapted is—hopefully—an urban myth, our lives are undeniably surrounded by acts of translation: in the mediation between self and other, the negotiations of our journey through time and across space, the processes of cognition through which we make sense of the world. Translation has, in that regard, more than an exchange value. What we might think of as a translational awareness has a crucial ethical dimension: it destabilises correctness of interpretation, rightness of assumption, self-containment of being. It urges—or should urge—its users to look at things differently. In this regard translation, as a cultural practice, inserts itself into one of the most powerful and potentially fruitful tendencies of modern thought and art: the questioning of representation—how we represent cultural difference, how we imagine time and space, how we understand our relatedness to the world. Acts of translation are, in that sense, everywhere. And yet in the modern foreign-language classroom, translation is all too readily traduced as little more than an exercise in comprehension, and the translational awareness that informs it frequently subsumed into learner error terror. This talk is concerned with the implications of this particular translation of translation.European Benchmarks for the Chinese Languages - the Application of CEFR to th...
A presentation given at the 17th Association of University Language Centres Conference on 7th-8th January 2016.
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A presentation given at the 17th Association of University Language Centres Conference on 7th-8th January 2016.
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A presentation given at the 17th Association of University Language Centres Conference on 7th-8th January 2016.
Learning Analytics Connect More Belfast
The Jisc learning analytics initiative aims to help organizations implement learning analytics through developing standard tools and sharing knowledge. The initiative provides a learning analytics toolkit and community resources. It is developing a cloud-based learning analytics architecture that institutions can customize. Currently 35 institutions are engaged in the initiative through a discovery process. Going forward, the initiative will provide a readiness toolkit to help institutions prepare for learning analytics implementation. The presentation also discusses considerations around data used, stakeholder involvement, and conducting a readiness assessment.
Grosvenor Grammar School, Belfast
Grosvenor Grammar School is a co-educational, inter-denominational school in East Belfast established in 1945 that currently has 1088 pupils and 73 teachers. The school offers a wide range of subjects including modern languages, art, history, media studies, music, English, mathematics, geography, technology, business studies, ICT, LLW, politics, religious studies, chemistry, physics, and biology. It has received specialist school status for languages and international awards recognizing its community and international engagement.
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Multilingual and Creative: Rethinking University Language Classrooms
Multilingual and Creative: Rethinking University Language Classrooms
Supporting Language Learners through Phonetics Tutorials
Supporting Language Learners through Phonetics Tutorials
Fostering Learner Engagement and Autonomy through Assessment
Fostering Learner Engagement and Autonomy through Assessment
Using student-centred assessment to inspire learners and evidence their learning
Using student-centred assessment to inspire learners and evidence their learning
Making the most of free online tools and technologies for language learning &...
Making the most of free online tools and technologies for language learning &...
Providing languages for All and much more through digital media
Providing languages for All and much more through digital media
Aulc 2017 Language Centres: Non-academic, academic support units
Aulc 2017 Language Centres: Non-academic, academic support units
Authentic Materials and real tasks, Enhancing students’ employability, interc...
Authentic Materials and real tasks, Enhancing students’ employability, interc...
Meaning and Understanding: Translation and Translation Studies in the Foreig...
Meaning and Understanding: Translation and Translation Studies in the Foreig...
European Benchmarks for the Chinese Languages - the Application of CEFR to th...
European Benchmarks for the Chinese Languages - the Application of CEFR to th...
Developing Digital Literacies Through Observation and Reflection by Ulrike Ba...
Developing Digital Literacies Through Observation and Reflection by Ulrike Ba...
The Common European Framework of Reference for Arabic Language Teaching & Lea...
The Common European Framework of Reference for Arabic Language Teaching & Lea...
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This document provides a lesson plan for teaching pre-intermediate English language learners about the Diaguita people who lived in Argentina and Chile. The plan includes warm-up activities to engage students about the Diaguitas, presenting a text about their culture, practicing simple past tense grammar through question-answer activities, having students research and contribute information about the Diaguitas to an online Padlet board using simple past tense, and a follow-up game to review the topic. The teacher provides commentary on improving language focus, connecting more to the topic, and making activities more specific.
Rpp kelas xi too and anough
This document outlines a lesson plan for teaching the patterns "too" and "enough" in English. It contains the following:
1) Goals and objectives are to correctly identify, form, and use sentences with "too" and "enough".
2) Sample dialog and exercises are provided to practice these patterns, including identifying relevant sentences, analyzing the patterns, and forming new sentences.
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Baez lesson 5-secundaria - passed-pdf
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Cynthia taught her first English lesson to a class of 10-year-old students in Spain. She focused on vocabulary related to food, dates, weather, likes and dislikes. Real objects and visuals like flashcards engaged the students. They participated actively in activities using the textbook, worksheets, and speaking practice. While the use of materials was largely successful, Cynthia realized she needs to allow more time for activities and check student understanding of all vocabulary. Overall, the lesson provided experience that will help her strengthen planning and pacing for future classes.
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This document is a lesson plan for an English class focusing on routines and frequency adverbs. The plan outlines the teaching points, aims, language focus, approach, materials, activities, assessment, and components of the lesson. The lesson includes a warm up activity to review prior vocabulary, two main activities for students to practice identifying and using target language in sentences and matching activities, and a closure to assess learning. The plan provides details on the structure and flow of the 40 minute class.
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New journals
The document summarizes 3 journal entries from a student teacher's observations in an English classroom. In the first observation, the teacher reviewed previous topics, gave an activity that took 30 minutes as students asked questions, and assigned homework. The second observation saw students sharing work in a circle during break and completing 2 activities that also took 30 minutes as the teacher clarified doubts. The third journal describes the student teacher's 3 lessons, where they introduced new vocabulary, students completed activities and role-plays, and the teacher spoke English despite students' difficulties understanding at times.
Journal
The document summarizes 3 journal entries from a student teacher's observations in an English classroom. In the first observation, the teacher reviewed previous topics, gave an activity that took 30 minutes as students asked questions, and assigned homework. The second observation saw students sharing work in a circle during break and completing 2 activities that also took 30 minutes as the teacher clarified doubts. The third journal describes the student teacher's 3 lessons, where they introduced new vocabulary, students completed activities and role-plays, and the teacher felt the students improved in understanding English.
Tpd schulze all journals primary checked
Paula taught an English lesson to a 6th grade class focusing on pirates. She used principles of the natural approach to encourage communication in English. Activities included reading a story, a dressing up game where students brought pirate costumes, and a competition game. The students were enthusiastic and engaged, though there was more Spanish spoken during the energetic game. For future lessons, Paula notes she should remind students to speak English during activities and leave more time for reflection on learning. Technology issues interrupted recording at times but she was able to resume. Overall the lesson was a success though time management was impacted by a longer school greeting.
Tpd schulze all journals primary checked
Paula taught a lesson on pirates to a group of 6-year-olds focusing on the natural approach. She introduced vocabulary through miming and examples. The students were engaged with the story and activities, though the video was too short. Most aspects went well with good time management, student participation using the target structures, and no behavioral issues. Areas for improvement include refreshing on comparative adjectives and resolving technical issues with recording devices.
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English Class
This document discusses various activities completed in an English class, including learning parts of the body, colors, using slideshare and voicethread tools, doing karaoke, learning about traditions like Christmas and Dia de los Muertos, making brochures and valentine's cards, looking at funny pictures, practicing the past tense, and watching educational videos at different levels. The student provides their opinion on each activity, such as finding some boring or fun, and how most helped their classmates learn English in an engaging way through interactive projects, videos, and exercises.
Mozetich lesson plan 3-secundaria
The document is a lesson plan for an English class at Instituto Don Bosco. It outlines the following:
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Rodrigues Practicum Journal - Kindergarten
Natalia observed her first English lesson with a kindergarten class in Spain. She noticed the students were noisy and had trouble following instructions. During the lesson, the teacher introduced parts of the body vocabulary using pictures, wool pieces for students to stick on, and questions in Spanish. Students struggled to understand when Natalia spoke to them in English. Natalia worries about managing students' behavior and their ability to understand her during her upcoming lessons speaking only English.
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The document provides details about an English lesson for 29 elementary level students at Instituto Don Bosco. The lesson aims to develop reading skills and identify new vocabulary related to routines and school subjects. The 120 minute lesson will begin with a warm up activity reviewing resolutions from the previous year. Students will then work with flashcards, posters, and readings to learn new vocabulary and identify school subjects in English. They will read about different schools around the world and answer questions. Finally, students will analyze sentences in the present simple tense and practice the affirmative and negative forms in groups.
DU1: The Past - Lesson 6
The document is a lesson plan for an English class focused on describing past events. It includes:
- Learning aims such as describing past events using the past simple tense and sequencing words.
- A language focus on vocabulary, functions, and grammar structures for describing the past.
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First observation report by estela braun
Lujan Castagnetto taught a 6th form English class about traffic rules. She used a variety of engaging activities including a chant, matching activity, workbook exercises, and a game in the yard. Students were highly motivated and behaved well. The lesson was well organized with clear stages and effective use of resources created by the teacher. Areas for improvement included providing photocopies for students who lacked materials and rehearsing the chant as a group. The observer noted Lujan's excellent classroom management and English skills but suggested addressing nervousness through breathing exercises. An overall grade of 9 out of 10 was given.
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The document analyzes a teacher's perspective on a course book used for teaching English. The teacher finds the course book provided by the Chilean government to be important, but thinks it focuses too much on grammar and needs more engaging, communicative activities. He supplements it with materials from other sources. While the course book provides structure, its topics are sometimes boring and it lacks suggestions for teaching diverse age groups. The teacher believes course books should be more updated to hold students' interest.
Coursebook Evaluation
The document analyzes an English course book used in Chilean high schools. It provides details on the book's content, structure, strengths, and weaknesses according to the teacher interviewed. The teacher finds the book useful but thinks it focuses too much on grammar and lacks engaging speaking activities. It also does not adequately integrate the four skills (reading, writing, listening, speaking). While the topics interest students, they only relate to entertainment and do not expand students' language awareness or knowledge of the outside world. In conclusion, the course book has advantages like images and topics, but also areas for improvement such as better integrating and developing the four skills.
How to study english
I started studying English, my TOEIC score was 400 points or less.I didn’t know how to improve my English skill but I tried some method to study English. I will introduce how to study English.
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https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Hindi varnamala | hindi alphabet PPT.pdf
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